Submitted by Tedd Graeff, CIO
Note: The information in this profile represents SY2013-14 unless otherwise indicated.
School Overview
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School Description
Lebanon has adopted a new combination of existing tools, new technologies, and innovative teaching methods to help the school’s current teachers be more effective at providing learning that is personalized to the individual needs of students. The approach is creating a more cost-effective school in the process. The theory behind Lebanon’s school-wide blended learning system—which they refer to as the Hybrid Learning Model—is that it will deliver a more student-centric education that increases student engagement, thereby motivating students to learn, and resulting in improved academic achievement.
Blended Learning Program
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Program Model
Program model: Station Rotation
Model description
The school uses a station-rotation approach in the core subject areas where classrooms are arranged with three stations that students rotate through on a daily basis. In the direct instruction station, a certified teacher provides instruction to students in a small group setting. In the collaborative station, students work in groups on projects that reinforce the subject matter and practice 21st century learning skills. In the independent station, students work on digital content that presents the same material in another way.
Program Description
How much time do students spend on campus in this blended-learning program? How much of this time do students spend learning online or with educational software?
Approximately 30 percent of student class time is spent on educational software. Students are in 60-minute classes.
Briefly describe the offline components of this blended-learning program.
Students receive direct instruction from the teacher at one of the rotations and work in a small collaborative student group on a project at another station. Collaborative projects typically span multiple days.
How does this blended-learning program fit into the rest of the students’ school day?
The blended learning program has been established with a block schedule to allow for ample time in each station. They attend their core content classes in the morning, and their non-core in the afternoon.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
The teachers are responsible for creating all aspects of the blended learning program. They develop lessons for the direct instruction component, create collaborative activities and assign digital content. They create a Digital Agenda for students to access which is a roadmap for their week ahead.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
An IT Executive Sponsor is the “business owner” of the program, and also has relationships with the vendors. He visits the classrooms and teachers have direct access to him when needed for any related issues. Another IT specialist is the everyday IT contact for the program. He sets up all of the technology, including the 1:1 iPad program. He provides suggestions as needed, and is a resource to the teachers. The Principal is also involved in the scheduling, meeting with the teachers and is the face to parents. He meets with the teachers on a regular basis and talks with them about the program. There is an Instructional Coach from the local Intermediate Unit (IU13) that is on-site on a regular basis to assist teachers with instructional strategies, resources and classroom management.
Briefly describe the set-up of physical space for this blended-learning program.
Each classroom is set up with 3 stations. The Independent station is along the back and sides of the classrooms with tables against the walls and laptops on the tables. The front of the room includes desks or tables set up facing the Smart Boards for Direct Instruction. Behind the Direct station, there are several tables set up with chairs for Collaborative work.
How are students grouped within this blended-learning program?
Students are grouped based on ability and behavior.
Do students have some element of control over the pacing of their learning? Are students tied to a semester-based course schedule or can they complete courses at any time? Briefly describe any requirements or benchmarks in place to ensure student progress.
Students are able to complete their independent and collaborative projects at their own pace – there is a final due date for such work. Through the Digital Agenda, teachers provide expectations for the completion of work and cut-off dates by which these activities must be complete.
Describe any other distinctive characteristics of this blended-learning program if they have not been captured above.
As a member of the Pennsylvania Hybrid Learning Institute, Lebanon High School has a comprehensive and customized Evaluation Plan. The purpose of the Evaluation Plan is to provide information designed to improve educational programs and to demonstrate accountability to program objectives. PA HLI uses a rigorous and systematic process to evaluate whether new hybrid school implementations are achieving their desired effects. In the PA HLI Evaluation Plan, every hybrid learning task is tied to a specific desired outcome in order to track results. Data is being collected by a Program Management Analyst through monthly visitations and observations, surveys of students, teachers and parents, and a variety comparative data. Lebanon High School receives monthly status reports as well as quarterly program reviews in conjunction with their Intermediate Unit so they can work on any identified opportunities.
Describe the academic results of the program, using quantitative data where possible.
Lebanon High School students who participated in last year’s hybrid learning pilot program passed the Keystone exams at a rate of almost three times higher than their district peers in traditional classrooms.
Additional links:
http://nextgenlearning.org/grantee/lebanon-school-district
http://net.educause.edu/ir/library/pdf/NG1232.pdf
Contact Information
Name: Tedd Graeff
Title: CIO
Email: [email protected]
Website: www.lebanon.k12.pa.us